Educational Psychology

Decision Making
March 24, 2020
The principle of inheritance and prediction of genetic traits
March 24, 2020

How important is parent/guardian involvement in student learning and achievement? Developing partnerships and collaboration with parents/guardians can be essential to help promote academic achievement in children. Yet, this task can be challenging for teachers. How much parent/guardian involvement is enough and how much involvement is too much? At what point does parent/guardian involvement become a problem? Managing this balance is a skill that can be supported and informed by educational psychology.

For this Discussion, consider the myriad ways parents/guardians can be involved in a child’s education and how parents/guardians can help promote achievement. Consider strategies that might be useful to encourage appropriate parent/guardian involvement and collaboration.

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With these thoughts in mind:

Post by Day 5 your position on whether parent/guardian involvement in a child’s education is beneficial and explain why. Include positive and negative aspects of parent/guardian involvement related to student achievement. Then describe a strategy that might encourage parent/guardian involvement and collaboration. Justify your response with references to this week’s Readings.

Readings
Article: Brophy, J. (1998). Classroom management as socializing students into clearly articulated roles. Journal of Classroom Interaction, 33(1), 41–45.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Center for Mental Health in Schools at UCLA. (2011). Implementing response to interventions in context. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/implementingrti.pdf
Article: Ducharme, J. M., & Shecter, C. (2011). Bridging the gap between clinical and classroom intervention: Keystone approaches for students with challenging behavior. School Psychology Review, 40(2), 257–274.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Marks, D. B. (2010). Preservice teachers’ perceptions of classroom management instruction: Theory to practice. National Teacher Education Journal, 3(2), 179–201.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.
Retrieved from the Walden Library using the Educational Research Complete database.
Article: Rosas, C., & West, M. (2009). Teachers beliefs about classroom management: Pre-service and inservice teachers’ beliefs about classroom management. International Journal of Applied Educational Studies, 5(1), 54–61.
Retrieved from the Walden Library using the Education Research Complete database.

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